1. Lecture 23: Natural Acceptance of Human Values ( Implications of the Right Understanding )

2. 2 UHV-II: A Foundation Course in Universal Human Values and Ethics (aka. Understanding Harmony) LTPC 3-1-0-3Mandatory Credit Course in 3 rd /4 th Semester28 lectures and 14 tutorials Module 5 – Implications of the Holistic Understanding – a Look at Professional Ethics (6 lectures and 3 tutorials for practice sessions) Lecture 23: Natural Acceptance of Human Values Lecture 24: Definitiveness of (Ethical) Human Conduct Tutorial 12: Practice Session PS12Exploring Ethical Human Conduct Lecture 25: A Basis for Humanistic Education, Humanistic Constitution and Universal Human Order Lecture 26: Competence in Professional Ethics Tutorial 13: Practice Session PS13Exploring Humanistic Models in Education Lecture 27: Holistic Technologies, Production Systems and Management Models-Typical Case Studies Lecture 28: Strategies for Transition towards Value-based Life and Profession Tutorial 14: Practice Session PS14Exploring Steps of Transition towards Universal Human Order

3. 3 Placement of Module 5 UnderstandingHarmony Modules 1-4 Feelingof relationship mutual fulfilment, values ThoughtPrinciples and Guidelines for Ethical Human Conduct Module 5 BehaviourEthical behaviour Work andEthical work(examples and ParticipationEthical participation case studies…) OutcomeContinuous happiness at individual level and expectedFulfilment of human goal at societal level

4. 4 Basis for Universal Human Values Recap  In previous lectures, we concluded by identifying co-existence in the entire existence.  In the following lectures, we will try to understand how right understanding provides the basis for universal human values enabling their natural assimilation.

5. 5 Natural Acceptance of Human Values  Based on our understanding of harmony, we participate in the larger order.  Our participation at different levels is our value.  The identification of values is based on realisation and understanding. The participation of the human being is in the form of behaviour and work.  We studied about the values of behaviour as the nine values in relationship: trust, respect, affection, care, guidance, reverence, gratitude, glory and love.  Likewise, working with material things, ensuring their right utilisation, enrichment and protection is our value.  It results into prosperity for human being and preservation (enrichment, protection and right utilisation) of the rest of nature

6. 6 Consolidated List of Human Values 1.In the Self – Continuous happiness- Happiness, Peace, Satisfaction, Bliss 2.In Human Being- with Body- Feeling of self-regulation in self, health in body 3.In Human-Human Relationship – Justice (established values- trust,… love + expressed values- … compassion) 4.In Human-Rest of Nature Relationship – Prosperity in human being, preservation (enrichment, protection and right utilisation) of rest of Nature 5.In Universal Human Order – participation in different systems - Perseverence, Bravity, Generosity, Kindness, Beneficience, Compassion – The value of a human being is something definite In that sense, human values are definite The participation of a human being living with human consciousness is definite – in the Self, in human-human relationship, in human-rest of nature relationship and in the human society (universal human order) NOTE: That definite participation can be described in multiple ways This is one description of that definite participation (human values)

7. 7 Universal Values Naturally Emerging from the Right Understanding  From earlier discussions, we can easily infer that there is an innate harmony and orderliness in the existence.  The human beings only need to understand it (and not to create it).  The universal human values are manifestations of the truth of existence, i.e. co-existence, in various dimensions of human participation in the existential order.  These values are naturally acceptable to all human beings and conducive to human happiness (an wellbeing of all).  Only our ignorance leads to all the difficulties and confusions in appreciating and inculcating these universal values.

8. 8 Development of Human Consciousness  As explained earlier, the journey towards right understanding in fact brings a transformation in the human being from ‘animal consciousness’ to ‘human consciousness’.  In ‘animal consciousness’, we give first priority to physical facility.  But as we transform to the human consciousness, we are able to base our thoughts and activities on right understanding, give relationship a higher priority than physical facility, identify our physical needs and ensure it through cyclic and mutually enriching production processes, thereby enriching rest of the nature as well.

9. 9 Implications of Value-based Living  At the level of individual:  Transition towards happiness and prosperity, slowly getting rid of the contradictions and conflicts within through self-exploration and thus getting rid of the tension, frustration, depression, one-upmanship, psycho-somatic disorders etc. facilitating definite human conduct.  The feeling of self-regulation will reduce the occurrence of diseases and in turn the feeling of insecurity. This will help the individual lead a more fulfilling life.  At the level of family:  Value-based living facilitating peace and harmony in the family, with more occurrences of just and fulfilling behaviour raising the feeling of togetherness in the families and reducing the family feuds.  People will feel prosperous and the feeling to nurture others will grow in the families.  Such harmonious living will also help reduce the consumerist behaviour in family celebrations like marriages, parties and other social functions.

10. 10 Implications of Value-based Living…  At the level of society:  Mutual trust and fearlessness developing in the society, reduction of discrimination on the basis of body (in terms of gender, age or race), physical facility (in terms of wealth or posts) and beliefs (in terms of isms, sects, etc), solution emerging to problems like terrorism, communalism and international conflicts etc.  The feeling of undividedness will grow in the society.  Fulfilment of human goal will start getting to the fore in our plans and projects at all levels and gradually a human order based on trustful relationships will slowly emerge.  At the level of nature:  Human order fulfilling all the other three orders of nature, problems of pollution and resource depletion being handled smoothly when people are able to judge appropriately their needs for physical facility themselves and the mode of fulfilment is eco-friendly.  Better methods of farming and production will help cut down problems of greenhouse gases, ozone depletion, ecological imbalance, etc.  The various species of animals and birds can be saved from extinction and forests can be replenished.

11. 11 Key Takeaways  Values are naturally acceptable and value-based living is a natural outcome of the right understanding.  Its implications can be seen at all levels of living of human being.

12. 12 FAQ

13. 13 Why ethics when righ understanding is already ensured? Details helpful for review of conduct, for sharing… For Children, who are in the stage of following, discipline Ethics -How we express, how we fulfil.. -Not only about restrictions

14. 14 (Ethical) Human Communication and Inhuman Communication

15. Lecture 24: Definitiveness of (Ethical) Human Conduct

16. 16 UHV-II: A Foundation Course in Universal Human Values and Ethics (aka. Understanding Harmony) LTPC 3-1-0-3Mandatory Credit Course in 3 rd /4 th Semester28 lectures and 14 tutorials Module 5 – Implications of the Holistic Understanding – a Look at Professional Ethics (6 lectures and 3 tutorials for practice sessions) Lecture 23: Natural Acceptance of Human Values Lecture 24: Definitiveness of (Ethical) Human Conduct Tutorial 12: Practice Session PS12Exploring Ethical Human Conduct Lecture 25: A Basis for Humanistic Education, Humanistic Constitution and Universal Human Order Lecture 26: Competence in Professional Ethics Tutorial 13: Practice Session PS13Exploring Humanistic Models in Education Lecture 27: Holistic Technologies, Production Systems and Management Models-Typical Case Studies Lecture 28: Strategies for Transition towards Value-based Life and Profession Tutorial 14: Practice Session PS14Exploring Steps of Transition towards Universal Human Order

17. 17 Placement of Module 5 UnderstandingHarmony Modules 1-4 Feelingof relationship mutual fulfilment, values ThoughtPrinciples and Guidelines for Ethical Human Conduct Module 5 BehaviourEthical behaviour Work andEthical work(examples and ParticipationEthical participation case studies…) OutcomeFulfilment of expectedhuman goal

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20. 20 Recap  In the previous lecture, we saw how value-based living naturally emerges out of right understanding.  In this lecture, we will learn about ethical human conduct naturally emerging out of right understanding, and see how it is definite.

21. 21 Definitiveness of Ethical Human Conduct Harmony at Different LevelsExpression & Achievement Harmony at the level of SelfHappiness Harmony of the Self with the Body Feeling of self-regulation at the level of Self and Health at the level of body Harmony in the family, in human-human relationship Mutual happiness, trust, fearlessness… justice Harmony with rest of natureMutual prosperity – prosperity in human being and preservation of rest of nature Harmony with the whole of nature/ existence Co-existence (mutual fulfilment) with entire Nature

22. 22 Definitiveness of Ethical Human Conduct- View 1 Mutual Happiness mHk; lq[k Mutual Prosperity mHk; le`f) Universal Human Order lkoZHkkSe ekuoh; O;oLFkk Undivided Human Society v[k.M ekuoh; lekt Fulfillment of Human Goal Ekkuo y{; dh iwfrZ Human Tradition ekuoh; ijaijk vuqHko& Lo;a esa Realization- Within vfHkO;fDr& ckgj Expression- Outside

23. 23 Definitiveness of Ethical Human Conduct- View 1 As described in the last diagram, It all starts with realisation of co-existence and completes with participation in the universal human order with right feelings, right thought and mutually fulfilling behaviour & work in between * * We have already discussed this in quite details in previous lectures, hence we will not take up the details here.

24. 24 Definitiveness of Ethical Human Conduct- View 2 The ethical human conduct can be further grasped in terms of  values,  policy and  character

25. 25 Values, Policy and Character  Human Values – Understanding "What to do as a human being" and "What not to do as a human being"  Policy – Detail, thought of "how to do" Human Constitution Includes plan, program, implementation, results, evaluation  Policy for enrichmentof Self (I), Body, Physical Facility(Human Economics)  Policy for protectionof Self (I), Body, Physical Facility(Human Politics)  Policy for right utilisationof Self (I), Body, Physical Facility(Human Sociology)  Character –  Compassionate behaviour, work & participation in larger order on the basis of human values  Rightfully acquired wealth  Chastity in conjugal relationship

26. 26 Values  Understanding "What to do as a human being" and "What not to do as a human being" *1  Understanding of role of Human Being in Existence  Once we have the right understanding (of relationship, harmony and co-existence), we are able to see our natural participation or values at all levels of being – from individual, to family, society, nature/existence.  This participation or the human values are definite and form the basis of our ethical human conduct. *1 To be able to distinguish between “source of continuous happiness and temporary excitement”…

27. 27 Values Value of a unit is its participation in the larger order (larger order = larger, harmonious system) e.g. Value of pen is that it helps to write (participation in education) Value of water is that it quenches thirst (participation in health) Similarly, Your value wrt to yourself is your participation in the harmony within you (in the Self). Value of your body is participation in your external activities as a harmonious human being. Your value in the family is your participation in the harmony in the family. Your value in the society is your participation in the harmony in the society. Your value in the nature is your participation in the harmony in the nature. Your value in the existence is your participation in the co-existence. In this course, we tried to explore the universal values of a human being.

28. 28 Sum Up Level. NameRelationship / Potential- Values Details 4b. ExistenceCo-existence Potential for human being to realise 4a. NatureMutual FulfillmentHarmony, Relationship Potential for human being to be in harmony 3. SocietyRight Understanding, Prosperity, Fearlessness (Trust), Co-existence Human-Nature relationship Potential, through participation of individuals and families in various societal systems 2. FamilyFeeling of co- existence Trust, Respect … Love Human-Human relationship Potential for right feeling in the Self – mutual happiness 1b. Individual Human Being Co-existence of Self and Body Self-Body relationship Potential for feeling of self-regulation 1a. Self (I)Continuous happiness = happiness, peace, satisfaction, bliss Will to live with continuous happiness Potential for right understanding, right feeling and right thought  mutually fulfilling behavior and work Universal Values

29. 29 Policy  Thought of how to express (live with) Human Values  Detail, thought of "how to do" Human Constitution Includes plan, program, implementation, results, evaluation o Policy for enrichmentof Self (I), Body, Physical Facility (Human Economics) o Policy for protectionof Self (I), Body, Physical Facility (Human Politics) o Policy for right utilisationof Self (I), Body, Physical Facility (Human Sociology) Priority Right utilization Protection Enrichment

30. 30 Policy – Detail, thought of "how to do"–Human Constitution Includes plan, program, implementation, results, evaluation  Policy for enrichmentof Self (I), Body, Physical Facility(Human Economics)  Policy for protectionof Self (I), Body, Physical Facility(Human Politics)  Policy for right utilisationof Self (I), Body, Physical Facility(Human Sociology) Policy for right utilisation (priority1) Of Self (I)Policy for investing the Self (I) for understanding and living in harmony at all levels Of BodyPolicy to ensure that the body is used for ensuring right understanding and right feeling in the self as well as its authentication in living, including behavior, work and participation in larger order Of PFPolicy to ensure the use of PF for nurturing, protection and right utilisation of the body. Policy for right utilisation of physical facility for relationship and societal order

31. 31 Policy for Protection (priority 2) For Self (I)Policy for ensuring conducive environment for the Self (I) for understanding and living in harmony at all levels and protecing from unfavourable environment For BodyPolicy for ensuring shelter, clothes… For PFPolicy for preservation, proper storage… Policy for Enrichment (priority 3) For Self (I)Policy for education-sanskar, adult education, other efforts (such as development of sanskar through societal functions, ceremonies…), for understanding and living in harmony at all levels in the Self (I) For BodyPolicy for intake-lifestyle to ensure health of body For PFPolicy for production with right process & right skills

32. 32 Character  Expression of Human Values in Behavior, Work and Participation in the Larger Order  This can be understood in terms of the following:  Rightful acquisition and utilization of wealth – by way of labour, using cyclic and mutually enriching production processes.  Compassionate behaviour, work & participation in larger order on the basis of human values Behaviour– ensuring justice, mutual happiness (while filling the gaps created in ignorance) Work – ensuring preservation, mutual prosperity (while filling the gaps created in ignorance) Participation in larger order- leading to fulfilment of the comprehensive human goal (while filling the gaps created in ignorance)  Chastity in conjugal relationship i.e. chastity in husband-wife relationship.

33. 33 Rightfully Acquired Wealth Production- through labour on rest of nature (using cyclic and mutually enriching production processes) or physical facility obtained in exchange of service Gift – wealth shared willingly / happily (with the feeling of relationship) from one’s rightfully acquired wealth on various occasions like festivals (ex. gift in relationship) Award – physical facility / wealth given with joy in a function to recognise one’s contribution to society (participation in the societal order) and for motivating others

34. 34 Ethical Human Conduct Further  ‘Ethical conduct’ implies that it is naturally acceptable to me and does not give rise to conflict within  ‘Ethical conduct’ implies that it is in consonance with the right understanding of the reality – the underlying harmony at all levels.  ‘Ethical conduct’ implies that it leads to mutual fulfilment with other people and mutual enrichment with rest of nature Thus, the ‘ethical conduct’ is self-satisfying, people-friendly and eco- friendly for all time, place and individual.

35. 35 Key Takeaways  Ethical human conduct emerging out of right understanding leads to harmony at all levels of being – from oneself to family, society and nature/ existence.  It is definite for all time, place and individual.

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37. 37 Tendency of Human Living with Human Consciousness = Natural Characteristic of Human Being with Human Consciousness Perseverance Brevity Generosity KindnessProviding means to one who has the ability but not the means. BeneficienceHelping the other to develop the competence to utilise the means they already have. CompassionHelping the other unconditionally, to develop the competence as well as the means, to fulfill his needs when he does not have either the ability nor the means.

38. Lecture 25: Professional Ethics in the light of Right Understanding

39. 39 Placement of Module 5 UnderstandingHarmony Modules 1-4 Feelingof relationship mutual fulfilment, values ThoughtPrinciples and Guidelines for Ethical Human Conduct Module 5 BehaviourEthical behaviour Work andEthical work(examples and ParticipationEthical participation case studies…) OutcomeContinuous happiness at individual level and expectedFulfilment of human goal at societal level

40. 40 Recap  In the previous lecture, we saw how right understanding provides the basis for ethical human conduct.  Now, in this lecture, we shall try to understand that it is this ethical competence only which is instrumental in ensuring professional ethics as well.

41. 41 Profession – In Context of the Comprehensive Human Goal  A profession is a mode of participation by human beings in the larger order in pursuance of comprehensive human goal- individual & collective.  The excellence or the success of any professional activity is to be judged from this comprehensive point of view only and not in terms of merely wealth generation.  The profession is not only a means of earning one’s livelihood, but also a means of one’s evolution by appropriate participation in the larger order.  It is an important activity to authenticate one’s understanding, whereby we interact with other human beings and with rest of nature in a mutually fulfilling manner.

42. 42 Professional Ethics  Professional ethics can be seen as the code of ethical conduct of the profession (as defined above).  Ethical conduct of profession implies the right utilization of one’s professional skills for participation in the larger order towards the fulfillment of comprehensive human goal.

43. 43 Salient Features Characterizing Professional Ethics 1.Clarity about the comprehensive human goal 2.Confidence in oneself as well as confidence in the harmony, coexistence and self-regulation prevailing in entire existence 3.Competence of mutually fulfilling behaviour 4.Competence of mutually enriching interaction with nature 5.Holistic vision about technologies, production systems and management techniques. 6.Understanding of one’s societal responsibility

44. 44 Issues in Professional Ethics – The Current Scenario  The issues in professional ethics are becoming very complex in the current scenario.  The unethical practices are rapidly increasing and their impact is also becoming far-reaching.  As a result of this ‘epidemic’ of unethical practices, we are frequently coming across serious scams, major economic offences, kickbacks in large scale purchases etc.

45. 45 Some Salient Categories of Unethical Practices Today  Corruption in multiple forms and at various levels  Tax evasion, misappropriation and misuse of public funds  Misuse of political power and bureaucratic authority  Misleading propaganda, unethical advertisements and sales promotion  Cut-throat competition  Exploiting the weakness of consumers through various enticements, bewildering advertisements  Adulteration and spurious production  Endangering the health and safety of public at large  Hoarding and over-charging etc. The list could be much longer…

46. 46 Prevailing Approaches towards Promotion of Professional Ethics  Promoting awareness about professional ethics by introducing new courses, refresher programs and case studies  Administering oaths and prescribing codes of ethical conduct for specific professional disciplines  Setting up mechanisms for intensive audit inspection and monitoring the activities  Framing more stringent laws and devising harder punishments for offences Promoting transparency in working systems through mechanisms like RTI (Right to Information Act), etc.  Carrying out ‘sting operations’ and widely publicising serious lapses in ethical conduct of profession through media  Encouraging whistle blowing by individuals or groups  Setting up Lokpals, vigilance commissions, ethics committees, tribunals, consumer protection forums, etc.  Filing public interest litigations (PIL), etc.

47. 47 Inadequacy of Prevailing Approaches  Looking at the various methods and mechanisms which are being presently employed to check these trends and their effectiveness, one can see that most of the methods being adopted are either of symptomatic nature or punitive measures or crisis management techniques rather than real solutions to the whole problem.  The focus in these methods is primarily towards curbing the ill effects rather than rectifying the root cause, namely the faulty world-view which continues to remain dominant (managing the disease rather than ensuring health).

48. 48 Inherent Contradictions and Dilemmas  We can understand more clearly through examples how the contradictions and dilemmas are inherently generated by the prevailing worldview in which wealth maximization is perceived to be the prime objective.  Thus, the other person’s happiness (assumed to be related to wealth accumulation) seems to be in conflict with my happiness.  In that case, the other people have to be exploited for one to gain affluence and there is no possibility of mutual fulfillment in a sustainable way.  In the same way, exploitation of nature also becomes inevitable as it helps a person to accumulate wealth easily and there is no limit to this.  Take the example of business circles, whenever there is a scarcity of commodity due to say – monsoon failure or other natural disturbances or wars etc., the people in general are in distress and need support. However, in such a situation, the businessmen endowed with prevailing (inhuman) world view will feel elated and look at it as an opportunity to make maximum profit.

49. 49 Different Approaches to Ethics and Professional Ethics Prevalent (Prescriptive) Proposed (Humane) BasisAssumptions (thought)Right Understanding of co-existence, harmony and relationship FeelingOppositionRelationship ValuesAssumed values – based on assumptions and opposition Naturally acceptable values, Wellbeing of all Ethics: How to interact with the world outside Mostly prescriptive, in the form of do’s and don’ts Details based on right Understanding (as described)- verifiable by everyone thru NA Basic agreements for order in society Way of ensuring in society Training, Discipline Incentives and punishment Human Education, Self-discipline Self-motivation

50. 50 The Way Ahead  To resolve the situation, sincere effort towards building up the ethical competence of human beings in general and professionals in particular through human education [starting with value education and value based education leading to value-based living]  It can be an effective way to safeguard professional ethics.

51. 51 Key Takeaways  Clarity of comprehensive human goal and our participation in different dimensions of society will ensure Ethics in profession.  This also clarifies the lacunae in the present approaches.

52. 52 The question is not traditional vs modern society – the question is inhuman society to human society. We understand human society – then with that yardstick, we can evaluate both the modern society as well as the traditional society (ies) and draw up the steps to transition to the desired state And we have to start with ourselves first… work for human education…

53. 53 a.Values- Feelings (Naturally Acceptable) of human being b.Morality- Thoughts of how to live with these values in relation to world outside c.Ethics- Guidelines about expression in living- i.e. In behaviour, work & participation in the larger order d.Ethical Conduct- Living (behaviour, work & participation in the larger order) based on human values e.Profession- A mode of participation by human beings in the larger order in pursuance of comprehensive human goal- individual & collective. f.Professional Ethics- the code for ensuring right utilization of one’s professional skills for participation in the larger order towards the fulfillment of comprehensive human goal.

54. 54 a.Values- Feelings (Naturally Acceptable) of human being b.Policy- Detailed thought of how to live with human values- plan, program, implementation, result, evaluation and updation. c.Character- compassionate behaviour, work & participation in the larger order d.Personality- expression of human being with the world outside- in terms of behaviour, work & participation in the larger order

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57. Lecture 26: Holistic Development towards Humane Society and Tradition

58. 58 Recap  We saw how right understanding provides the foundation for the identification of universal human values in all the dimensions of life.  It also facilitates the recognition of the definitiveness of ethical human conduct.  Moving on to other important implications of right understanding, in this lecture, we will see how right understanding enables us to visualise holistic development resulting into a humane society (undivided society and universal human order) and humanistic tradition. We have already explored into how a humane society would be, and we will recall that in brief for our ready reference.

59. 59 Visualization of Comprehensive Human Goal  An important implication of the right understanding is the visualization of comprehensive human goal which is conducive to human welfare (wellbeing of all).  In the light of the right understanding, it is possible to visualise the pattern of a holistic way of life to ensure the fulfillment of comprehensive human goal, a model of human living which is people- friendly and eco-friendly, therefore, sustainable.

60. 60 The Vision for Holistic Development and Humane Society  On the basis of the understanding of harmony, we get the notion of a Humane Society- i.e. undivided society and universal human order.  The universal human order will involve: a.A holistic pattern in all the dimensions of human activity in the society including education, health-self-regulation, production-work, justice- preservation, exchange-storage, etc. b.Harmonious networking between the basic unit and their clusters successively moving from family order to world family order as follows: Family Order ⇒ … ⇒ Village Order ⇒ Village Cluster Order ⇒ … ⇒ Nation Order… ⇒ World Family Order In each of these dimensions, we can visualise a humane system, be it education, health, production, exchange or justice and conceptualise a harmoniously functioning overall system.

61. 61 Harmony in Society – Universal Human Order Human Goal Systems / Dimensions of Human Order 1. Education – Sanskar - f”k{kk laLdkj 2. Health – Self-regulation - LokLF; la;e 3. Production – Work - mRiknu dk;Z 4. Justice – Preservation - U;k; lqj{kk 5. Exchange – Storage - fofue; dks’k Scope –From Family Order to World Family Order (Universal Human Order) Family – Family cluster – Village – Village cluster... Nation... World Family Order Order Order ~ 10 1 ~ 10 2 ~ 10 10 Right Understanding & Right Feeling In Every Individual Prosperity In Every Family Fearlessness (Trust) In Society Happiness Co-Existence (mutual fulfilment) In Nature/ Existence

62. 62 Paving the Way towards a Humanistic Tradition  The primary step to move towards the holistic way of life is to develop the right understanding among the human beings, commitment to live accordingly and then to develop the requisite skills and knowledge systems to implement the right understanding in real life. Thus, it calls for a change in the education system towards humanistic education. The right understanding provides us with the vision of such a humanistic education.  The humanistic tradition can be visualised in terms of the following four aspects of a humane society-  Humanistic Education  Human Conduct  Human Constitution  Universal Human Order

63. 63 Human Tradition ( मानवीय परंपरा ) Human Conduct ( आचरण ) Human Education ( शिक्षा ) Human Order ( व्यवस्था ) Human Constitution ( संविधान ) Human Tradition (in which Human Goal is fulfilled generation to generation) Nature of society of people living together in a relationship of mutual fulfillment The society in which Human Goal is realised Education that ensures the development of the competence to live with Definite Human Conduct Conduct that ensures continuity of mutual happiness & prosperity Entry Point

64. 64 Human education, constitution… We have already defined these in module 1-4; however, we are recalling the essense of these for ready reference: Human education- Education that ensures the development of the competence to live with Definite Human Conduct through right understanding and right feelings. Human conduct- Conduct that ensures continuity of mutual happiness & prosperity through living with right understanding ad right feelings. Human constitution- Nature of society of people living together with human conduct i.e. in a relationship of mutual fulfillment Universal human order-The society in which Human Goal is realised through different dimension of human systems Humanistic tradition- Continuity of humane society generation after generation- in a self-sustaining manner.

65. 65 Humane society and Human tradition- a natural process  Important thing to note here is that-  This humane society and human tradition is something which is a natural outcome of the existential harmony (order) already existing and unfolding itself through a natural process, and this process is to be completed through human being.  To meaningfully participate in this natural process, human being has to understand this existential harmony (order) and live in accordance with it.  It is not just a human construct, though, it is articulated and expressed by human being in different ways.

66. 66 Key Takeaways  Humanistic education leads to human conduct, human constitution, universal human order and in turn, universal human order ensures humanistic education for the next generation.  The entry point in setting the wheel of humanistic tradition rolling, is humanistic education.  Important thing to note here is that-  This humane society and human tradition is something which is a natural outcome of the existential harmony (order) already existing and unfolding itself through a natural process, and this process is to be completed through human being.  To meaningfully participate in this natural process, human being has to understand this existential harmony (order) and live in accordance with it.  It is not just a human construct, though, it is articulated and expressed by human being in their own way

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68. 68 Different Approaches to Ethics and Professional Ethics Prevalent (Prescriptive) Proposed (Humane) BasisAssumptions (thought)Right Understanding of co-existence, harmony and relationship FeelingOppositionRelationship ValuesAssumed values – based on assumptions and opposition Naturally acceptable values, Wellbeing of all Ethics: How to interact with the world outside Mostly prescriptive, in the form of do’s and don’ts Details based on right Understanding (as described)- verifiable by everyone thru NA Basic agreements for order in society Way of ensuring in society Training, Discipline Incentives and punishment Human Education, Self-discipline Self-motivation

69. 69 Competence in Professional Ethics Guidelines for how to interact with various levels of realities through the profession, which is making effort for fulfilment of some part of the human goal Entity (realities)Competence for Human beingsBehaviour – mutual fulfilment Rest of natureWork – mutual prosperity Maintenance, etc.Service (seva)* – promotion of harmony Societal systemsParticipation in larger order – promotion of harmony *service which promotes harmony in family, society at all levels

70. 70 Old Lecture?

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72. Lecture 27: Holistic Technologies, Production Systems and Management Models-Typical Case Studies

73. 73 Recap  As discussed in the previous lectures, the right understanding provides us the vision for a holistic development and humane society (universal human order).  Such a model will necessitate the visualization and development of appropriate technologies, production systems and management models etc. which cater to the fulfilment of such a vision.  We will discuss some of the details in this lecture.

74. 74 Need for a Holistic Worldview  In the present times, there is a great zeal for the development and adoption of innovative technologies and systems, tools, techniques and models which are claimed for the ‘betterment’ of society.  More and more sophistication and complexity are being added. However, most of the effort is going on under the influence of the dominant world view (limited to materialistic perception); needless to say that the holistic world-view is missing in such efforts.  As a result, both the structure as well as the use/misuse of these innovations, is often proving to be counterproductive, contrary to the long-term human welfare.  Therefore, there is a strong need to develop technologies and systems with holistic objectives governed by right understanding to render them conducive to sustainable human welfare (through humane society).

75. 75 A Holistic Criteria for Evaluation  Catering to appropriate needs and lifestyles  Eco-friendly (cyclic / renewable and mutually enriching)  People-friendly- ensuring self-development and mutual fulfillment in human beings  User-friendly – safe, economical and enhancing human capability In addition, these have to promote local self-sufficiency and optimal utilization of local resources and expertise. As far as possible, priority should be for naturally available processes and systems. In the light of these broad criteria, specific criteria for Evaluation can be broadly defined for the area of technologies, production systems and management models as follows;

76. 76 Criteria for Technologies  Catering to real human needs (of both the body and the self)  Compatible with natural systems and cycles  Facilitating effective utilization of human body, animals, plants and other natural materials  Safe, user-friendly and conducive to health  Low cost and energy efficient  Producible with local resources and expertise as far as possible  Promoting the use of renewable energy resources  Enhancing human interaction and cooperation  Promoting decentralisation  Enhanced Durability, life cycle and recyclability of products

77. 77 Criteria for Production Systems  In determining the type of production systems, the key questions to be answered are:  What to produce?  How to produce?  For whom to produce?  How much to produce? These questions (issues) have been discussed while studying about the harmony in society- human goal and its fulfillment through different dimensions of the societal system. So, the needs are to be characterised in consonance with the comprehensive human goal and they have to be fulfilled through human systems defined there.  All these will be decided in the context of availability of local natural resources and expertise to cater to the needs of the people for any given community.

78. 78 Specific Criteria Production Systems  Optimal and efficient utilization of local resources and expertise, including human beings, animals, air, solar, land, water, other bio and mineral resources etc.  Economic viability and sustainability  Priority for local consumption  Matching the pattern of production with the availability/ producibility in the local environment and the pattern of consumption  Decentralized systems capable of meaningful employment of people in the community  Facilitating production by masses and not mass production in a centralized mode, to the extent possible  Promoting individual creativity and sense of accomplishment  Using people-friendly and eco-friendly technologies  Ensuring requisite quality and quantity of production  Harnessing recycling, conservation and reuse possibilities  Safe and conducive to the health of persons involved in production as well as others. Ultimately it should be conducive for self-development.

79. 79 Criteria for Management Models Primarily management models are to be relationship based, cooperative and ensuring justice in terms of mutual fulfillment and not coercive and exploitative. Specifically,  The whole unit working as a well-knit family  Cooperative, motivational and mutually fulfilling  Ensuring correct appraisal of human labour and skills  Targeting employer-employee satisfaction as well as consumer satisfaction and not profit maximization  Sharing of responsibility and participative mode of management  Continuous value addition (self-evolution) of the persons involved  Effectively integrating individual competencies and complementarity

80. 80 A Critical Appraisal of the Prevailing Systems  Present-day systems have been largely developed under the influence of the dominant world view (limited to materialistic perception)  This has caused menace of resource depletion on one hand and environmental degradation manifesting in the form of pollution and global warming etc. on the other.  The other undesirable characteristics of modern technologies and systems include their centralized configurations, promotion of wastefulness, excessive transportation and substitution of human, animal and other natural resources by man-made gadgets, machines and materials (largely dependent on non-renewable enrgy sources)  It has given a lower priority (no priority) to human development and human fulfillment as far as human consciousness is concerned.

81. 81 Learning from the Systems in Nature and Traditional Practices To gain an insight into the holistic systems, we have a lot to learn from systems of nature and from traditional practices. Typically,  The water harvesting and storage and utilization systems through ponds and other artifacts  Traditional agricultural practices  Grain storage and food preservation practices  Systems of sharing food and shelter prevalent in social and religious institutions, e.g. langar  Traditional local remedies and health-care techniques  Yoga, Ayurveda, Naturopathy-based and other traditional healthcare systems  Family based rural enterprises  The jajmani system – relationship-based village system to ensure rural self-sufficiency  Rural craft and artisanal practices

82. 82 Visualizing a Holistic Community Model – Working Towards it Harmony at All Levels  It is high time that we start working for actualization of the model of human order at the village level (a Holistic Community Model – gram- swarajya) in the light of right understanding.  Several groups of people have started working in this direction seriously.  As a result, many technologies and systems have been evolved even though the full-scale demonstration of such alternative ways of living is yet to emerge.  There needs to be an increasing and wide spread thrust to evolve holistic technologies and systems through dedicated R&D efforts working within the framework of right understanding We will present some details about such a Holistic Community Model– each one of us can try to work out the further details and come up with a working model.

83. 83 Some Topics for Case Studies 1.Renewable and Decentralized Energy Technologies (a) Biomass based Energy Conversion systems (b) Gadgets and Implements to facilitate efficient utilization of human muscle power and animal draught power (c) Decentralized Wind power (d) Micro hydel electro- mechanical power generation etc. 2.Systems for water conservation and water shed management for efficient utilization of rain water and for eco-restoration. 3.Technologies and architecture promoting green building materials and energy conservation 4.Organic/natural farming techniques 5.Eco-sanitation techniques for small scale decentralized sewage disposal and waste water recycling 6.Low cost and energy efficient technologies for small scale production systems 7.Humanistic organizational/management models

84. 84 Key Takeaways  Based on right understanding, the guidelines, criteria, examples and case studies about Holistic Technologies, Production Systems and Management Models can be worked out.  We can also learn from the systems in nature and the traditional practices to evolve a holistic model of living ensuring harmony at all levels.

85. 85 Approach to Realising a Humane Society Starting PointTraditionalContemporary Analyse

86. 86 A Holistic Community Model – some details for further work  Average Land (Cultivable) Available in India per person – 0.39 Acre  Number of persons in a family = 6 -12 (Three generations in a family is desirable for the purpose of education, health, production, etc. )  Average number of persons in a family - 10  Number of family in a community is around 100 -150  Total number of people in village - around 1000  For a family of 10, Land (Cultivable) Available – 4 Acres  Average consumption of grain per person per year – 1 quintal  Average production of grain per acre - 10 quintals per acre per season/ year  Land required for grain production - 10 quintals / 10 quintal per Acre – 1 Acre  Land required for production of oil seeds, vegetables, fruits, etc. – 1 Acre  Land required for residence and other production activities – 0.5 Acre  Remaining land for collective planning – 1.5 Acre

87. 87 A Holistic Community Model – some details for further work  Total land available for village – 400 Acre  Total land available for community planning – 150 Acre  Land available for Forest, cattle Grazing, water management (ponds) – 100 Acre  Roads, community building (School, Hospital), community program area (Sports, cultural functions, community hall), collective production activity, Market place, Storage units etc. – 50 Acre

88. 88 Way of life  technologies, production systems, management models Relevant Research 1.Dr. Gopal Babu 2.Dr. Harsh Satya Experiments in the Present Time 1.Dayalbagh, Agra 2.Amish (Dutch, USA) 3.Anastasia inspired Communities (Russia)

89. 89 A Holistic Community Model – some details for further work Societal activities for which families will be involved - Types of production Cottage & Village industry Cloth House construction Pottery Etc. Education Health services Inter and intra community transactions (exchange) There is no need for involving separate family for the purpose of ensuring justice as this can ensured by the representatives of the families in the communities.

90. 90 Present State – Profit Maximisation, Domination… Packaged water Rs. 20/litOrganised sector Wheat support price Rs. 19/kgUnorganised sector OrganisedUnorganised Employment6-15%85-94% Production “value”47%53%

91. Lecture 28: Strategies for Transition towards Value-based Life and Profession

92. 92 Recap  At this concluding stage, it is appropriate to recapitulate the core message of this course and then to visualise the steps that each one of us can take for transition from our present state towards a holistic, fulfilling way of life towards universal human order.

93. 93 Transformation& Progress laØe.k&fodkl Human Education Human Consciousness Human Values Human Conduct Human Society Overall Transformation -In the individual -In the society

94. 94 Steps Toward Universal Human Order 1.People’s Education Program ( yksd f'k{kk ;kstuk ): for adults 2.Education-Sanskar Program ( f'k{kk laLdkj ;kstuk ): for children 3.Undivided Society, Universal Human Order Program ( v[k.M lekt] lkoZHkkSe O;oLFkk ;kstuk ) Just as a seed replicates itself, so the vision of an Undivided Society and Universal Human Order can be evidenced on this planet… Family – Family cluster – Village – Village cluster... Nation... World Family ~ 10 1 ~ 10 2 ~ 10 10 People with Right Understanding & Right Feeling - Parents- Policy Makers -Teachers… People with Right Understanding & Right Feeling - People with definite Human conduct, the competence to participate in Universal Human Order 10 yrs 1 Next 10 yrs10 100 yrs 1000 cr 20-50 yrs 10-20 yrs Fulfilment of Human Goal

95. 95 The Core Message  To be able to fulfil the basic human aspirations i.e., happiness and prosperity and their continuity, it is essential to gain the right understanding – the understanding about oneself vis-a-vis the rest of existence, the understanding about continuous happiness and prosperity.  This involves the realization that there is an innate harmony at all levels of existence. In fact, the whole existence is co-existence.  It is the essential purpose of human beings to understand this harmony and co-existence and learn to live in accordance with it and be fulfilled.  It thus leads to:  Individual transformation – from animal consciousness to human consciousness and  Societal transformation – from inhuman society to humane society

96. 96 Steps for Transformation Step 1: Steps for Individual Transformation Step 2: Creating Mass Awareness towards Holistic Development Step 3: Moving towards Humanising the Mainstream Education Step 4: Developing Models for Holistic Living in Educational Institutions and in the Community

97. 97 Step 1: Steps for Individual Transformation 1.1 To verify the proposals on your own right, i.e. on the basis of your natural acceptance and on the basis of your experiential validation. 1.2 To be aware of yourself, of your imagination (desire, thought and expectation) every moment. With this awareness, you will know the content of your imagination and also of all the accumulated acceptances which are your sanskar. 1.3 Now, with the awareness of your imagination, of your sanskar, the third sub-step is self-evaluation – to evaluate your sanskar vis-à-vis your natural ac Recall that sanskar (t) + environment (t) +self-exploration (t)  sanskar (t+1)

98. 98 Step 2: Creating Mass Awareness towards Holistic Development  With the right understanding and right feeling in you, you will develop the willingness and capacity to share with others.  Through sharing, you are facilitating and developing other people to have the right understanding, right feeling and right thought.  It can be in the form of informal talks and formal workshops.  The people to share with would include among others:  Family members and friends  People who have interest and readiness for purposeful social effort and social development  Educators, teacher and education administrators  People connected to governance  Your colleagues at work To start with, it is important to share only with those who are already willing to listen. If you start this step before you have done sufficient work on yourself, people may not be able to accept you as a preceptor

99. 99 Step 3: Moving towards Humanising the Mainstream Education 3.1 Integrating appropriate inputs of value education at various levels in the current curricula from school education to higher education. 3.2 To effectively proliferate the above effort, requisite support and policy initiatives by monitoring agencies, such as MHRD, UGC, AICTE, ICMR, University Academic Councils and School Education Boards will be helpful. 3.3 Further, it will be essential to introduce teacher orientation programs (faculty development programs) and development of resource material to implement the above suggestions at a large scale. 3.4 The next sub-step will be to provide adequate thrust to R&D dedicated towards transforming the whole mainstream education into humanistic education (value-based education). This is going to be a long-drawn process. However, it is indispensable.

100. 100 Step 4: Developing Models for Holistic Living in Educational Institutions and in the Community  This will also necessitate linking the educational institutions with local development programs in collaboration with voluntary organizations and government agencies.  Accordingly, the focus of R&D in higher education institutions will need to be shifted towards various aspects of holistic development, resulting in the development of real-life models facilitating universal human order.

101. 101 Key Steps for Change: Initial Steps in Implementating Holistic Human Education Step 1: Value Education मूल्य शिक्षा  Incorporating values in existing curriculum  Incorporating case studies of harmonious living: Cases from local Culture, Civilisation, Knowledge System. e.g. Local, regional, Indian culture, civilisation – Indian Knowledge System (IKS)  Incorporating practice in Skill Development Step 2: Value Based Education मूल्य परक ( संस्कार आधारित ) शिक्षा  Organising the whole curriculum on the basis of values, for living in harmony  Holistic and Value-Based and Practice Oriented and Integrative Skill Development Step 3: Value Based Living मूल्य परक जीना ( मानवीय संस्कृति पर आधारित )  Practice of living in harmony, harmonious behaviour, work and participation for harmony – in family, institution, society… nation… world

102. 102 Key Takeaways  To ensure happiness and prosperity and their continuity for all human beings, the transition to human consciousness and humane society is essential.  This requires a dedicated effort to implement at a mass scale, the humanistic education focusing on right understanding.

103. Steps in Implementing Human Education at the level of Institution (University)

104. 104 Steps Towards Human Education in an Institution Step 1: Introduce/strengthen Right Understanding in the academic curriculum of the university / institute (along with existing courses) 1.1. Foundation course 1.2. Higher level courses 1.3. Elective courses 1.4. Social projects, socially relevant final year projects 1.5. Social internship + Weekly meeting + Reaching out to all faculty, staff, students… community… Extensive Mode – Bring the proposal to teachers, staff, students… all

105. 105 Current Status The foundation course is a part of the academic curriculum of more than 40 universities in India and Bhutan - Technical universities- Medical universities - Agriculture universities- Other universities Higher level courses are offered by several of the universities e.g.  Understanding the Human Being Comprehensively  Understanding Co-Existence in Existence and its Manifestation  Values, Relationships & Ethical Human Conduct  Holistic Development towards Universal Human Order Elective courses are offered by some of the universities e.g.  Political and Economic Thought for a Humane Society  Management by Relationship  Social (Human) Enterprise

106. 106 Learnings and Challenges Learnings: 1.Universal human values are teachable, can be taught 2.Self-exploration is effective Challenges: 1.Management Involvement & Support 2.Commitment and Preparation of Teachers – Understanding the existential reality & living accordingly (starting with oneself) 3.Environment in colleges & society (not conducive – promotes indulgence competition etc. rather than right utilization and co- operation)

107. 107 UHV: Proliferating in a Natural Manner… 2005IIIT Hyderabad (AP) – an experiment 2006IIT Kanpur (UP) – an experiment 2009UPTU (now AKTU) – large scale experiment [ 800 C] 2011IKG-PTU (PB) – a high speed, large scale experiment[ 400 C] Encouraging results 2012HPTU, Hamirpur (HP) [ 46 C] 2013JNKVV, Jabalpur (MP) [ 6 C] 2013Collegiate Education, Andhra Pradesh (17 univs) [2500 C] 2013 Galgotias University, Greater Noida[ 3 C] 2014Atmiya Group of Institutions[ 4 C] 2015IIT (BHU), Varanasi[ 1 C] 2016Adesh (Medical) University, Punjab[ 5 C] 4000+ Colleges in 40+ Universities in 9 states in India 2013Royal University of Bhutan[ 8 C] 2015Khesar Gyalpo University of Medical Sciences[ 3 C] All Colleges of Higher Education in Bhutan

108. 108 Steps Towards Human Education in an Institution Step 2: Establish streams of Value Based Education the university / institute UG & PG diploma / degree programs in value based skills based on Holistic Development with well-being of all in the centre - Technology- Management - Social Science- Economics & Finance - Political Science- etc. E.g. at IKG-Punjab Technical University  1 Year PG Diploma in Universal Human Values & Professional Ethics  2 Year M tech in Holistic Development, Systems & Technologies Beginning of Extensive Mode – Develop resource persons...

109. 109 Some skills / occupations required for a village to thrive

110. 110 Steps Towards Human Education in an Institution Step 3: Develop Value Based Living at the institute Value based living = living on the basis of right understanding 3.1. Education – Holistic Human Education (Values + Skills) 3.2. Mutually fulfilling behaviour – Justice 3.3. Health education All education, pre-primary-12, UG & PG diploma / degree programs based on Holistic Development with well-being of all in the centre Mutual happiness or justice in human-human relationship No domination, no exploitation of human being e.g. Institutions making effort to be a living model  International Resource Centre for Universal Human Values and Ethics, IKG-Punjab Technical University  Colleges, like Gaeddu College of Business Studies, at Royal University of Bhutan

111. 111 Steps Towards Human Education in an Institution Step 4: Develop Value Based Living at the institute 4.1. Preservation 4.3. Self sufficiency Self-sufficiency of the institution through cyclic & mutually enriching production activities and take such activities to a scale where the needs of all the faculty, staff and students are fulfilled within Mutual prosperity in human-rest of nature relationship No exploitation of rest of nature e.g. Institutions making effort to be a living model  International Resource Centre for Universal Human Values and Ethics, IKG-Punjab Technical University  Colleges, like College of Science & Technology, at Royal University of Bhutan

112. 112 Steps Towards Human Education in an Institution Step 5: Develop the institute into a Nodal Center for the local community 5.1. Share and promote value based education 5.2. Share and promote value based living e.g. IIIT Hyderabad, 5 nodal centres at AKTU, IRC-UHVE IKG-PTU CLCS, Royal University of Bhutan Step 6: Develop the institute into a Regional Resource Centre in collaboration with other nodal centres Step 7: Develop the institute into a National Resource Centre in collaboration with other regional resource centres Step 8: Develop the institute into a Global Resource Centre 8.1. Programs for continuity of Undivided Human Society and Universal Human Order

113. Vision and Strategy for Integrating Human Values in Technical Education System Comprehensively Proposed by Prof. RR Gaur, chairman NC-UHV in the 1 st Meeting of the committee 13 th Dec 2019

114. 114 Vision and Strategy for Integrating Human Values in Technical Education System Comprehensively 1. Launching of UHV based SIP UHV FDPs, workshops, implementation and monitoring of the scheme etc. 2. Introducing UHV-II as Mandatory Foundation Course Action on the part of AICTE; motivating management and heads of institutions; Teacher preparation – 8-day residential FDP essential; those teachers who have undertaken 8-day FDP in connection with SIP may be motivated to teach this course; further FDP workshops need to be organized for other teachers; online help may be made available to new teachers; The course material is well-developed and extensively tested – revised text book and teachers manual, website available. Proposed by Prof. RR Gaur, chairman NC-UHV in the 1 st Meeting of the committee 13 th Dec 2019

115. 115 Vision and Strategy for Integrating Human Values in Technical Education System Comprehensively 3. Facilitating Teachers for this new course Guidance on evaluation A refresher course essential after going through the teaching of the course once or twice – arranging workshops for conduction of the refresher course 4. Creating Conducive Environment in the Institution for Assimilation of UHV Initiating Value Education Cell; appropriate extra-curricular activities; special lectures; orientation of other teachers/mentors 5. Planning Follow up Activities and Regular Mentoring Exposure to the present social reality – interaction with appropriate NGOs; Socially relevant projects, reorienting hostel activities etc. Proposed by Prof. RR Gaur, chairman NC-UHV in the 1 st Meeting of the committee 13 th Dec 2019

116. 116 Vision and Strategy for Integrating Human Values in Technical Education System Comprehensively 6. Further Academic Inputs – introduction of Elective Courses (a)Direct applicational courses such as: Professional Ethics, Management by Relationship, Holistic Technologies and Systems, Sustainable Development, Social Entrepreneurship etc. (b) Courses on Indian Cultural/Philosophical Heritage (c) Traditional Technologies and Systems 7. Post Graduate Programmes for Comprehensive Teacher Training in UHV and Design of Holistic Systems (a)One year PG Diploma in UHV (b)Two year M.Tech. Programme in Design of Holistic Technologies and Systems Proposed by Prof. RR Gaur, chairman NC-UHV in the 1 st Meeting of the committee 13 th Dec 2019

117. 117 Vision and Strategy for Integrating Human Values in Technical Education System Comprehensively 8. Initiating Centres of Excellence for Development of Model Curricula for Technical Education in the Light of UHV, Dev. of Resource Material and Resource Persons, Applicational R&D for Living Models Proposed by Prof. RR Gaur, chairman NC-UHV in the 1 st Meeting of the committee 13 th Dec 2019